AfterSchool Programs in the BCPSS

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After-School Programs in the BCPSS

• Teaching and Learning are at the Heart of
  Everything We Do!

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Master Plan

• Strategies
• Link extended learning programs with independent
  schools, community-based, faith-based, cultural
  institutions, universities, and other public and
  private agencies to provide opportunities and
  partnerships that include arts, athletics,
  recreation, nutrition and health, and youth
  development programs.
• Provide data collection and evaluation support to
  assist and monitor extended leaning programs
  success in achieving positive outcomes.

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K-12 Instructional Framework

• Necessary Time
• Opportunities for differentiated and additional
  learning activities

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Extended Learning in the BCPSS

• RECOMMENDATIONS
  (from the Annenburg and ERS Audits,
  2004)
• Develop a plan for ensuring that all students
  gain access to learning opportunities outside of
  the school day. To benefit students, these
  opportunities must be aligned with academic
  outcomes.

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After School SY 2005-2006

• Total of 143 schools participated in one or more
  after-school programs.
• Area 1 - 17 programs
• Area 2 - 22 programs
• Area 3 - 13 programs
• Area 4 - 19 programs
• Area 5 - 23 programs
• Area 6 - 13 programs
• Area 7 - 21 programs
• Area 8 - 15 programs

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After School SY 2006-2007

• Total of 173 schools participating in one or more
  after-school programs.
• Area 1 - 28 programs
• Area 2 - 21 programs
• Area 3 - 22 programs
• Area 4 - 17 programs
• Area 5 - 22 programs
• Area 6 - 19 programs
• Area 7 - 18 programs
• Area 8 - 16 programs
• Area 9 - 10 programs

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After-School ProgramsSY 2006-2007

• Program Number
• GATE (Grant) 01
• SES (Title I) 52
• BOOST (City of Baltimore BCPSS Local) 58
• Title I (Title I) 44
• Twilight Credit Recovery (BCPSS Local) 40
• Chess (Abell Foundation) 63
• School-based (BCPSS Local, Grant, Title I) 08
• Sports 4Kids (BCPSS Local, Grant, Title I) 12
• Total Programs 278

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After-School Program Goals

• Improve academic performance through
  intervention, remediation, and enrichment
• Improve homework completion
• Provide formal informal learning opportunities
• Promote mastery and skill development
• Promote student interest and ability in reading
• Promote the development of civic, academic,
  artistic and athletic talents and skills
• Provide enriching experiences that broaden
  children's perspectives and improve their
  socialization
• Provide children of all ages a safe and healthy
  environment

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Standards for Effective After-School Programs

• Academic Alignment/Achievement
• Environment/Climate
• Administration/
• Organization
• Relationships
• Program Sustainability
• Focus for 2006-2007

• Parent/Family/Community Partnerships
• Programming /Activities
• Youth Participation/Engagement
• Measuring Outcomes/Evaluation
• Staffing/Professional Development

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After-School Program Plan

• Created to offer school-initiated After-School
  2006-2007 Programs for students in the BCPSS.
  Principals and their partners interested in
  designing, operating, and managing after-school
  programs (i.e. hire teachers and staff, purchase
  materials, rent buses for trips, etc.) must
  adhere to the guidelines as specified, with few
  exceptions.
• Designed to provide a mechanism to review and
  approve all After-school programs designed,
  funded, and implemented by schools/principals and
  their partners (if applicable) for students
• Approved by the area office before implementation

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After-School Program Plan

• After-School programs are required to have an
  academic component aligned with the systemic
  initiatives, corrective actions, etc. as
  contained in the School Improvement Plan and be
  focused on reading and/or mathematic skills and
  processes.
• Recreation, athletics, youth development and
  fine arts, etc. components should be included
  and are encouraged.
• The academic component must fall into one or more
  of the following four groupings
• Remedial (this instruction is for some, but not
  all students) - Review and mastery of previously
  offered content
• Support (all students can benefit) Review and
  mastery, Technical assistance, etc.
• Enrichment (all students can benefit) - Exposure,
  experience, extension, and engagement to new
  content
• Course credit attainment (original credit, credit
  recovery, course acceleration)

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Program EvaluationSY 2006-2007

• Goals (see individual program plans)
• Academic Achievement
• Student Engagement
• Youth Development
• Data Sources
• Youth, Parent, and Staff Surveys
• Attendance Data (Electronic Attendance Monitoring
  and Tracking for After-School)
• Structured program observation
• Academic achievement of participating students
• School Climate

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Supplemental Educational Services (SES) SY
2005-2006

• Student eligibility based on attendance in school
  that was in School Improvement Year 2 or above
• Seventeen state-approved providers serviced 7,044
  students in K-12 (one third of eligible students)
• Students attended an average of 36.9 hours
  (66.4) of the hours offered
• SES students posted higher scores contrasted to a
  similar group of non-participants in grades 3-8
  (on 8 of the 12 comparisons)

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Title I Pilot Program Spring 2006

• 569 students participated from schools in area 1
  and area 2
• Students received remediation and enrichment in
  reading and mathematics
• Remedy services were provided to make-up services
  owed to students
• Measurable gains were noted using pre/post test
  data for reading and mathematics instruction
• Students attended at an 84 attendance rate

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Baltimores After School Strategy

• Raise mobilize funding - 58 million dollars
  since 2000
• Develop and implement nationally recognized
  standards for after school programs
• Monitor and oversee programs to ensure quality
  Family League of Baltimore City
• Collect data utilizing web-based software
• Engage outside evaluator
• Offer professional development technical
  assistance The After School Institute

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• Baltimores Out-of-School Time Initiative (BOOST)
• BOOST is a nationally recognized model that
  combines the expertise and commitment of BCPSS,
  Baltimores After School Strategy, and the City.
• Input was sought from Central Office, AAOs,
  principals, researchers, and afterschool
  providers in the formation of the model.
• BOOST Programs
• Operate in schools and are run by community-based
  organizations (CBO) in collaboration with schools
• Offer programming 5 days a week, 3 hours per day
  at no cost to students
• Serve an average of 70 students per school and
  target high need schools
• Are staffed by school teachers enrichment
  providers with a full-time site coordinator
• Require 20 match from CBO and must follow budget
  guidelines

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BOOST Program Components

• BOOST offer students the following four
  components
• Academics
• Research based, state aligned after school
  literacy and mathematics curricula
• Enrichment
• Includes music, art, dance, debate etc.
• Physical fitness and recreation
• Games and a healthy snack every day
• Community and family engagement
• Parent participation and community service
• Research tells us these components are all
  necessary for educating the whole child.

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Dollars Raised Students Served in BOOST Programs

• YEAR 1 15 BOOST sites serving approximately
  1,200 students
• City invested 1 million CBO 200k
• YEAR 2 45 BOOST sites serving approximately
  5,910 students
• City invested 3.4 million CBO 680k
• YEAR 3 58 BOOST sites
• City invested 3.9 CBO 960k
• BCPSS committed 900k
• Enrollment data pending.

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Data Evaluation

• Evaluation Areas
• Youth participation
• Reported benefits to participants and
  stakeholders (schools, parents, program
  providers)
• Youth outcomes
• Targeted interim outcomes
• Attachment to school, caring adults, and peers
• Developing academic and non-academic skills and
  talents
• Increased feelings of safety
• Contribute to ultimate outcomes
• Improved school performance, behavior and
  attendance
• Increased sense of possibilities for the future
• Program quality
• Strategy implementation

• Data Sources
• Youth and Staff Surveys
• Attendance Data
• Structured program observation
• BCPSS provided data on school attendance and
  performance of participating students

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Findings (2004-2005 First year of BOOST
implementation)

• Young people report benefits
• Young people say BOOST helps them to
• Feel more like part of school (74)
• Do better at school (86)
• Have a positive feeling about the future (83)
• Attendance rates are higher
• The school attendance rates of youth enrolled in
  programs supported by the After School Strategy
  exceed the attendance rates for all Baltimore
  City Public School Students, at all grade
  levels.
• (Evaluation of Baltimores After-School Strategy,
  2004-2005 Summary Report)
• Findings from 2005-2006 school year expected in
  Spring 2007.